Bryan L. Euler, PhD Description Based on the teacher version of the Emotional Disturbance Decision Tree, the EDDT-PF adds a parental perspective when you are evaluating a child for a possible emotional disturbance (ED). The EDDT-PF offers school/clinical professionals a standardised approach to gathering parent information about children's functioning in the areas that make up the federal ED criteria. It allows an assessment of ED criteria and related issues that, when considered with data from the EDDT Teacher Form, promotes a comprehensive assessment of the student across school and home environments. The U.S. Code of Federal Regulations (2002) and IDEA (2004) stipulate that certain conditions must be present in order to receive services for ED, yet provide no guidelines for assessing these conditions. The EDDT-PF includes four ED characteristic-based scales (Inability to Build or Maintain Relationships, Inappropriate Behaviours or Feelings, Pervasive Mood/Depression, and Physical Symptoms or Fears) that reflect specific components of the federal criteria, enabling evaluators to obtain a parental perspective. The EDDT-PF provides a standardised approach to gaining parental ratings that directly map on to the federal criteria for special education. It is also designed to meet the IDEA requirement for parental involvement when making eligibility decisions as part of an IEP. Clusters, including Attention-Deficit Hyperactivity Disorder, Possible Psychosis/Schizophrenia, and Social Maladjustment, gauge subject-specific behaviours or possible comorbidities. The Level of Severity Cluster provides an indication of the severity of emotional-behavioral problems a child is facing, and the Motivation Cluster and the Resilience Scale measure student strengths. These are included to give parents an opportunity to communicate information about positive student factors. The Motivation Cluster and Resilience Scale depart from the pathology focus that usually predominates in behaviour rating scales and give clinicians a perspective that can help guide intervention and the development of recommendations. The EDDT-PF was standardised on a sample of 889 children ages 5-18 years that was well-matched to the U.S. population for gender, race/ethnicity, and geographic region. In addition, data were collected on a sample of 430 children eligible for special education due to an ED diagnosis. Reliability and Validity
Internal consistency was high for the EDDT-PF scales (median r = .81) and clusters (median r = .91).
Test-retest reliability was high for scales (median r = .95) and clusters (median r = .96).
Interrater reliability was good (r = .87) for the EDDT-PF Total Scale.
Convergent validity was examined with the BASC-2 PRS, Conners Parent Scale, CDS, DTCEP, and PBRS-PV.
Validity was also examined among four specific examples of children, including mixed special education, ADHD, social maladjustment, and psychosis.
Materials The EDDT-PF is composed of a Professional Manual, a reusable Item Booklet, a carbonless Response Booklet, and the Score Summary Booklet. The Professional Manual contains administration and scoring information, normative tables, and reliability and validity information, along with detailed case studies. The EDDT-PF is useful for school psychologists, counseling/clinical psychologists, guidance counsellors, evaluation specialists, teachers, educational diagnosticians, and speech/language pathologists within the school setting as well as within juvenile correctional facilities.
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